Work

Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School

Year: 2012

Type: article

Abstract: In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook. Pathway teachers learned how to use an on-demand writing assessment to help mainstreamed English learners understand, interpret, and write analytical essays. In Year 2, treatment effects were replicated on an on-demand writing assessment (d = .67) and showed evidence of transfer to improved performance on a standardized writing test (d = .10). The results underscore the efficacy of a cognitive strategies reading/writing intervention for mainstreamed English learners (ELs) in the secondary grades.

Source: American Educational Research Journal

DOI: 10.3102/0002831212439434

Authors: Carol Booth Olson, James S. Kim, Robin Scarcella, Jason Kramer, Matthew Pearson, David A. van Dyk, Penny Collins, Robert E. Land

Institutions: University of California, Irvine, Harvard University, DePaul University, Imperial College London, California State University Los Angeles

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W2102643981

FWCI: 12.03

Cites: 66

Cited by: 39

Related to: 10